English classroom emotions across different cultures

Abstract

Emotions have been shown to impact the cognitive and motivational aspects of learning significantly. Therefore, choosing appropriate activities to stimulate learners’ positive emotions can thus greatly enhance learning. The present study aimed to find out which learning activities induce positive/negative emotions in learners of English at the lower secondary level in three culturally different contexts (Slovakia, Austria, and Japan). The secondary aim was to identify the emotions experienced. A methodological triangulation using mixed research methods (questionnaire, interview, and observation) was conducted with 361 learners and their 6 English teachers. The results showed that joy was the predominant emotion, mainly induced by peer communication and interaction. Negative emotions of anxiety and boredom were associated with testing and frontal teaching. The analysis of learners’ emotions in English classes is highly relevant to the area of teaching English for specific purposes. A better understanding of the affective aspect of foreign language learning may help foreign language teachers and methodologists select the tailored instruction and appropriate activities to effectively address learners’ actual cognitive and affective needs in different educational contexts.